Create Effective Mentoring Relationships

Lock, Robin H.; Lee, Suk-Hyang; Theoharis, Raschelle; Fitzpatrick, Michael; Kim, Kyeong-Hwa; Liss, Jerald M.; Nix-Williams, Tracey; Griswold, Deborah E.; Walther-Thomas, Chriss

doi:10.1177/10534512060410040601

Cited by 18 publications

(10 citation statements)

References 2 publications

(1 reference statement)

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“…A good relationship has to be built in mentoring and communication needs to be enhanced that is core in this mutual bond. Lee et al (2006) stressed on the importance of communication and sharing expectations with each other. The mentor-mentee relationship formed at the initial stage was crucial because it has an immense influence on the motivation and cooperation.…”

Section: Discussionmentioning

confidence: 99%

Reaction of Mentors and Mentees in the Native Speaker Programme of a Rural Primary School in Malaysia: A Phenomenological Study

Ong¹,

Lin²

2015

ASS

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This phenomenological study investigated the reaction of the mentors and mentees in the Native Speaker Programme implemented in a rural primary school in Malaysia from 2011 to 2013 in terms of 1) programme objectives, 2) time frame, 3) motivation of the mentors and mentees and, 4) cooperation given throughout the programme. Three mentors and two mentees were interviewed to obtain their responses; and they were observed during classroom teachings and workshops. The results from the interviews and observations were triangulated to provide a comprehensive picture of the findings. It was found in the results that a strong mentoring relationship and effective communication are crucial to convey the essential information at the top-down level and to ensure that objectives are achieved. The mentoring relationship would subsequently have the bearing on their levels of motivation and to work collaboratively.

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Section: Discussionmentioning

confidence: 99%

Reaction of Mentors and Mentees in the Native Speaker Programme of a Rural Primary School in Malaysia: A Phenomenological Study

Ong¹,

Lin²

2015

ASS

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“…To foster an effective mentoring relationship, mentors and protégés need to build trust and rapport, have open communication, and arrive at a clear understanding of each other's expectations and objectives prior to initiating the relationship (Allen & Poteet, 1999). Also helpful is sharing a professional vision, establishing a support network, and exchanging knowledge and information (Lock et al, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

Fung

Liang

2021

Front Educ China

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In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as "academic gravity," the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.

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“…PTs need to learn how to react against criticism, follow advancement against past targets, and the desire for input and appraisal of common targets that require correspondence and supportive feedback channels. Contrary to this, communication feedback channels are non-functional and follow authority-driven mode of one-way communication without supporting constructive habit formation in teaching practicum (Lee, Theoharis, Fitzpatrick and Kim, 2006). To sum up, the feedback mechanism is authoritative, based on fault-finding and accountability-grade driven basis that is least effective for the preparation of PTs in PTEP (Samina et al, 2017;Masood & Behlol, 2018) during teaching practicum in PTEPs.…”

Section: Introductionmentioning

confidence: 99%

“…The aims of teaching practicum are to jointly develop innovative pedagogical practices that enable PTs to establish relationships with UTs and CTs, and resolve learning problems and challenges collaboratively (Hussein, 2011). During teaching practicum, School-University partnership increases the degrees of commitment by introducing and practicing innovative pedagogical techniques (Galloway & Edwards, 2014), that help to integrate theory-practice gap. Feedback related to practicum is a 'helping' action and it is intended to encourage learning and create them expertly dependent on a built-up shared relationship, administered by transparency and trust.…”

Section: Introductionmentioning

confidence: 99%

Bridging Theory-Practice Gap: Connecting Feedback with Teaching Practicum

Masood

Khan

Munawar

2022

REAL

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Incorporating theory into practice is not a simple but rather a dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers (PT) at teaching practicum. It has been observed that interaction in the form of academic feedback between cooperative teachers (CT) and PTs is poor. The study explores the perception of CTs, PTs and UTs (University teachers) about feedback practices to bridge the theory-practice gap during teaching practicum in the preservice teacher education program (PTEP). It is an exploratory investigation applying the survey method and semi-structured interview to collect data from PTs, CTs, and UTs to answer the investigation inquiries about the role of feedback practices in bridging the theory- practice gap. Purposive and criterion sampling techniques were used, and 98 PTs, 30 CT,s and 15 UTs participated in the study. Findings reveal that CTs are working as mentors without professional training, recognition of their contributions, and professional incentives and contradictory findings by the PTs and CTs about the in-time, targeted, supportive oral-written feedback at teaching practicum.

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Create Effective Mentoring Relationships

Cited by 18 publications

References 2 publications

Reaction of Mentors and Mentees in the Native Speaker Programme of a Rural Primary School in Malaysia: A Phenomenological Study

Reaction of Mentors and Mentees in the Native Speaker Programme of a Rural Primary School in Malaysia: A Phenomenological Study

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

Bridging Theory-Practice Gap: Connecting Feedback with Teaching Practicum

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